Lesson 25: A Fraction as a Percent



Lesson 25: A Fraction as a Percent

Classwork

Example 1

[pic][pic][pic][pic][pic]

Sam says [pic]% of the vehicles are cars. Give three different reasons or models that prove or disprove Sam’s statement. Models can include tape diagrams, [pic]x[pic] grids, double number lines, etc.

How is the fraction of cars related to the percent?

Use a model to prove that the fraction and percent are equivalent.

What other fractions or decimals are equal to the same percent?

Example 2

A survey was taken that asked participants whether or not they were happy with their job. An overall score was given. [pic] of the participants were unhappy while [pic] of the participants were happy with their job. Give a part-to-whole ratio for comparing happy participants to the whole. Then write a part-to-whole ratio of the unhappy participants to the whole. What percent were happy with their job, and what percent were unhappy with their job?

|Happy |_________________ |_____________ | |Unhappy |_________________ |___________ |

| |Ratio |Percent | | |Ratio |Percent |

Create a model to justify your answer.

Exercise 1

Renita claims that a score of [pic] is the same as the fraction [pic]. She drew the following picture in order to support her claim.

| | | |

|[pic] | | |

| |0.35 | |

| | |[pic] |

| |[pic] | |

|[pic] | | |

Exercise 6

Choose one of the rows from the conversion table in Exercise [pic] and use models to prove your answers. (Models could include a [pic]grid, a tape diagram, a double number line, etc.)

Problem Set

Use the [pic]x[pic] grid to express the fraction [pic] as a percent.

Use a tape diagram to relate the fraction [pic] to a percent.

How are the diagrams related?

What decimal is also related to the fraction?

Which diagram is the most helpful for converting the fraction to a decimal? _______________ Explain why.

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Lesson 25

6•1

MATHEMATICS CURRICULUM

Lesson #

X•X

NYS COMMON CORE MATHEMATICS CURRICULUM

Topic X: Topic Title

Date: 8/20/14

1

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